CTET Environmental Studies MCQs with Answers Set 14

Answer: (d) It enables learners to empathise with characters of the story.

Explanation:
1. Stories help children put themselves in the place of characters.
2. Empathy towards people, animals and nature is a main EVS aim.

Teacher's Note:
1. Interest and listening are by-products.
2. The most appropriate reason links to EVS values.

Answer: (c) Exploitation of animals in carrying heavy loads

Explanation:
1. The video shows an overloaded bull struggling to walk.
2. The discussion points to exploitation of animals.

Teacher's Note:
1. Use the clue in the video: the animal is suffering.
2. EVS aims at sensitivity to animals.

Answer: (c) 1540 km

Explanation:
1. Time from 16:50 to 12:05 next day = 19 h 15 min = 19.25 h.
2. Distance = 80 × 19.25 = 1540 km.

Teacher's Note:
1. Distance = speed × time.
2. Convert minutes to hours: 15 min = 0.25 h.

Answer: (b) Green peas, jeera, chana, wheat

Explanation:
1. Green peas, jeera, chana and wheat are all seeds.
2. The other sets mix fruit, stem, root and leaf.

Teacher's Note:
1. Jeera is a seed, not a leaf.
2. Classify every item before choosing.

Answer: (a) Idli, Chutney, Rice, Sambar

Explanation:
1. P.V. Sindhu is from Hyderabad, Telangana (earlier Andhra Pradesh).
2. The main food there is rice with sambar and chutney, as in option (a).

Teacher's Note:
1. Southern states have a rice-based diet.
2. Option (d) points to Kerala.

Answer: (a) Stay in the open, away from buildings

Explanation:
1. In the open, the danger comes from falling objects, so stay away from buildings, trees and wires.
2. Running into buildings or under trees is unsafe.

Teacher's Note:
1. Indoors: take cover. Outdoors: move to an open space.
2. Do not run on to roads.

Answer: (a) Madhubani

Explanation:
1. Madhubani painting of Bihar uses rice paste with natural colours from plants.
2. Warli uses white rice paste only, Kalamkari is on cloth and Phulkari is embroidery.

Teacher's Note:
1. Match craft with materials.
2. Phulkari is needlework.

Answer: (a) D is their uncle

Explanation:
1. B and C are A's sisters, so their daughters are A's nieces.
2. D is A's husband, so he is their uncle (maternal aunt's husband).

Teacher's Note:
1. Uncle is the husband of one's aunt.
2. Aunty is female, so (b) is out.

Answer: (b) Aak (Madar)

Explanation:
1. Aak seeds have silky hairs that let them float in the air.
2. Xanthium has hooks and spreads on animals.

Teacher's Note:
1. Light and hairy seeds travel by wind.
2. Hooked fruits cling to animals.

Answer: (b) Grind grains to atta, take atta in a bowl, knead atta, make golas of kneaded atta, rolling of golas and bake rotis

Explanation:
1. Grains are ground to atta first.
2. Then atta is taken in a bowl, kneaded, made into golas, rolled and baked.

Teacher's Note:
1. Follow the real process in order.
2. Baking comes last.

Answer: (b) Coriander : Tap Root

Explanation:
1. Coriander is a dicot plant and has a tap root.
2. Wheat and bamboo are monocots with fibrous roots, and carrot is a modified tap root.

Teacher's Note:
1. Dicots have tap roots, monocots have fibrous roots.
2. Carrot is a tap root, not fibrous.

Answer: (b) Lizard

Explanation:
1. Snakes, turtles and chameleons are reptiles.
2. Of the options, lizard is a reptile.

Teacher's Note:
1. Frog is an amphibian, bat a mammal and fish a fish.
2. Reptiles have dry scaly skin.

Answer: (c) Students have to find out rates of fuels like Petrol and Diesel in different cities of our country and also in different years

Explanation:
1. Options (a), (b) and (d) describe transport itself.
2. Finding fuel rates across cities and years goes beyond transport to economics and data.

Teacher's Note:
1. A wider perspective links the theme with other areas.
2. Look for the option that moves beyond vehicles.

Answer: (c) Create

Explanation:
1. Revised Bloom's order is Remember, Understand, Apply, Analyze, Evaluate, Create.
2. Create is the highest.

Teacher's Note:
1. In the original taxonomy, evaluation was highest; in the revised one, create.
2. Memorise the six levels in order.

Answer: (d) Observing, Classifying, Inferring and Communicating

Explanation:
1. Students observe houses, group them by material, infer reasons and report their findings.
2. No measuring, predicting or controlling of variables is involved.

Teacher's Note:
1. Match each skill with an action in the task.
2. Measuring needs numbers.

Answer: (c) Demonstration

Explanation:
1. The teacher shows real objects and children examine them.
2. Showing the real thing to learners is demonstration.

Teacher's Note:
1. Demonstration uses real objects or models.
2. There is no problem or group task here.

Answer: (a) Manipur and Jammu and Kashmir

Explanation:
1. Manipur is a state and Jammu and Kashmir is a union territory.
2. All other pairs contain two states.

Teacher's Note:
1. Jammu and Kashmir became a union territory in 2019.
2. Check each name separately.

Answer: (d) 80 m due South

Explanation:
1. Net east-west movement is 200 W then 200 E, which cancels to zero.
2. Net movement is 80 m North, so the house is 80 m due South of the school.

Teacher's Note:
1. Add displacements on each axis separately.
2. The question asks house relative to school, the reverse of your path.

Answer: (b) Mizoram

Explanation:
1. Jhum (jhoom) is shifting cultivation on forest hills of the north-east.
2. Of the options, Mizoram is the best known for it.

Teacher's Note:
1. Jhum involves cutting and burning forest patches.
2. Assam also has some, but the textbook cites Mizoram.

Answer: (d) Kite and Eagle

Explanation:
1. Birds of prey have very sharp eyesight to spot food from far.
2. Kite and eagle are birds of prey.

Teacher's Note:
1. Predatory birds hunt by sight.
2. Vulture also has good sight, but dove does not.

Answer: (d) Checklists are easy to interpret for promotion to higher class

Explanation:
1. A checklist gives simple yes/no entries which are easy to read and interpret.
2. Detailed record keeping and detailed achievement are not features of checklists.

Teacher's Note:
1. Checklists are quick but not detailed.
2. The source key is kept.

Answer: (d) Teachers and students listen and respond together regarding their experience of travel

Explanation:
1. Dialogic teaching is a two-way talk in which teacher and students listen and respond to each other.
2. Only option (d) describes such an exchange.

Teacher's Note:
1. Dialogue means mutual listening and responding.
2. Collecting or showing pictures is not dialogue.

Answer: (d) Organise different strategies of group work to develop Milli's socialising behaviour

Explanation:
1. At six, possessiveness is a normal developmental stage.
2. The teacher should use varied group work to gradually build sharing and social skills.

Teacher's Note:
1. Prefer positive, constructive approaches over blame.
2. Do not make other children adjust.

Answer: (a) D

Explanation:
1. Role play, survey, field trips and dialogic teaching are participatory approaches.
2. Instruction through teacher alone is a transmission approach.

Teacher's Note:
1. EVS is activity based.
2. Read the word 'not'.

Answer: (a) C and D

Explanation:
1. An inclusive approach includes Sheena, with her friend and groups sharing responsibility for safety.
2. Dissuading her (A) is exclusion.

Teacher's Note:
1. RTE and inclusive education stress participation of all children.
2. Plan support rather than deny access.

Answer: (c) Sharing and working together

Explanation:
1. The affective domain deals with attitudes and values.
2. Sharing and working together shows values and attitudes.

Teacher's Note:
1. Observation and experiments are skills, discussion is a method.
2. Link domains to behaviours.

Answer: (a) Himachal Pradesh

Explanation:
1. Heavy rain and snow, and stone or wood houses with sloping roofs, match hill areas of Himachal Pradesh.
2. Ladakh is cold desert with little rain, and Assam and Bihar have no snow.

Teacher's Note:
1. Sloping roofs let rain and snow slide off.
2. Ladakh has flat roofs.

Answer: (d) Srinagar

Explanation:
1. Dal Lake with houseboats and shikaras is in Srinagar, Jammu and Kashmir.

Teacher's Note:
1. Udaipur is known for lakes too, but not Dal Lake.
2. Associate famous lakes with their cities.

Answer: (d) smell of the sole of our feet and the heat of our body.

Explanation:
1. Mosquitoes sense body heat and smell, including the smell of the feet.
2. So option (d) is the textbook answer.

Teacher's Note:
1. This fact is from the NCERT EVS book.
2. Mosquitoes also sense carbon dioxide.

Answer: (d) A, B and E

Explanation:
1. Khejri grows with little water, its bark and pods (sangri) are used, and animals eat its leaves (A, B, E).
2. It is a shady tree and its wood is not damaged by insects, so C and D are false.

Teacher's Note:
1. Khejri is the state tree of Rajasthan.
2. Check each statement against the tree's known uses.